Teaching Young Children Science: Three Key Points |
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| Authors: | Jiyoon Yoon Jacqueline Ariri Onchwari |
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| Institution: | (1) Education, University of Minnesota, 1211 Ordean Court, 120 Montague Hall, Duluth, MN 55812, USA;(2) Education, University of Minnesota, 1211 Ordean Court, 120 Montague Hall, Duluth, MN 55812, USA |
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| Abstract: | Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as “doing science”, as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children’s socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies. |
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| Keywords: | early childhood education science education 5 Es instruction model |
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